Supporting transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes

Jason Annetts; Hazel Work; Andrea J. Cameron; Amy Miller; Vilja Niitamo; Marnie Stirling

doi:10.5456/WPLL.21.3.132

Supporting transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes

Jason Annetts^*, Hazel Work, Andrea J. Cameron, Amy Miller, Vilja Niitamo, Marnie Stirling

^*Corresponding author for this work

Research output: Contribution to journal › Article

Abstract

The paper examines the experience and performance of Abertay Access to Higher Education programme, AHEAD. The research is largely based on a qualitative analysis of two focus groups and nine in-depth, semi-structured interviews with former AHEAD students. A statistical analysis of the performance of all AHEAD students on their chosen undergraduate degrees between 2012-13 and 2016-17 was also conducted. The paper demonstrates that AHEAD is an effective alternative route to higher education and argues that university-based access courses may be better in preparing these students for the culture and rigours of university life.

Original language	English
Pages (from-to)	132-150
Number of pages	19
Journal	Widening Participation and Lifelong Learning
Volume	21
Issue number	3
DOIs	https://doi.org/10.5456/WPLL.21.3.132
Publication status	Published - 1 Nov 2019

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Annetts, J., Work, H., Cameron, A. J., Miller, A., Niitamo, V., & Stirling, M. (2019). Supporting transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes. Widening Participation and Lifelong Learning, 21(3), 132-150. https://doi.org/10.5456/WPLL.21.3.132

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Supporting transition : an analysis of the experience and performance of widening access students on their undergraduate degree programmes. / Annetts, Jason ; Work, Hazel ; Cameron, Andrea J.; Miller, Amy; Niitamo, Vilja; Stirling, Marnie.

In: Widening Participation and Lifelong Learning, Vol. 21, No. 3, 01.11.2019, p. 132-150.

Research output: Contribution to journal › Article

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10.5456/WPLL.21.3.132

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Embargo ends: 1/05/21